Archive for August, 2016


Recap: 2016 SPARK Institutes

Wednesday, August 17th, 2016

Thank you to all 2016 Institutes attendees!

Over 300 participants attended the SPARK Institutes in San Diego this summer.

Here are the group shots for each Institute. Also, the dates for the 2017 Institutes have been set – click here to check them out and register!

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Early Childhood Institute 2016

 

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After School Institute 2016

 

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PE Technology Institute 2016

 

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SPARKabc’s Institute 2016

 

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K-6 PE Level 2 Institute 2016

 

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K-2 PE Institute 2016

 

3-6 Institute 13-6 Institute 2

 

 

 

 

 

 

 

Whoops! The group picture from the 3-6 PE Institute went missing so we do not have this one. But, here are a couple of action shots from the 3-6 PE Institute. Our apologies!

 

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Middle School PE Institute 2016

 

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High School PE Institute 2016

Back to School: PREP, SET, TEACH!

Tuesday, August 16th, 2016

Coach Giving Team Talk To Elementary School Basketball Team

By: BJ Williston, SPARK Trainer and Curriculum Development Consultant

Well, it is that time of year again! You have squandered another perfectly good summer and now you need to get ready for the new school year. If you teach using one of the SPARK Programs, this post will help you prep for a SPARKed-up year.

CREATE A YEARLY PLAN

Not looking forward to spending all your Sunday afternoons planning what to teach each week? Well, the Yearly Plan (YP) is the way to get it all done up front. This isn’t to say there won’t be some adjustments along the way, but it’ll save you many hours throughout the year. Not only that, it also ensures you will cover all the content needed for each grade level.

Each SPARK Program has sample yearly plans which can be used as written or as a guide to create your own that is more aligned with your needs. Things to consider when creating one for your school:

  • Standards and Outcomes: This is most likely your highest priority. If you do a Standards-Based Yearly Plan, try using SPARK’s as a guide. It covers all the outcomes for each of the grade levels showing which assessments to use and which SPARK activities help address those standards. It’s very handy!
  • Facilities and Equipment: Due to the reality of often sharing space and stuff, you will need to keep this in mind when writing the YP. For example, if there is only one track, you won’t want all 7th grade classes doing Track and Field at the same time. In our MS program, we have YPs for 6th, 7th, and 8th grades keeping these issues in mind.
  • Weather: It’s tough to teach flying disc activities when it’s crazy windy, and you wouldn’t want to be doing jump rope on a blacktop when it’s 100° outside. If you use outdoor space much, like we do in California, you’ll need to use the weather as your guide.
  • Team-Teaching: If two or more teachers are team-teaching PE, that needs to be figured out before you write up your YP. For example, if three 5th grade teachers want to “specialize” in one Spotlight on Skills unit for three months it might look like this: Ms. Sanchez teaches Dance, Mr. Anderson teaches Cooperatives, and Ms. Ng teaches Football. The YP shows all three for three months, with students rotating from teacher to teacher each month. Be sure to keep facilities and equipment in mind when selecting units.
  • Unit Plans: As part of a YP, you will need to have Unit Plans to schedule which activities you will teach on which days in order to address the standards and have students reach the outcomes for their grade level. SPARK has sample Unit Plans for each unit/section in each of the programs.

2016-2017 SPARK Calendar:
www.sparkpe.org/wp-content/uploads/SPARK-Calendar-2016-2017-Interactive.pdf

READY YOUR LESSON PLANS

Prior to each week you’ll want to pull out the lessons needed for each day and each class. Many teachers using tablets will create PDFs out of all the lessons needed for each grade level for the whole unit. Others, who like the paper lessons, will pull them out of the manual and put in sheet protectors and on clipboards for each day. Whichever way you go, prepping your lessons on Fridays ensures a smoother week to follow. SPARK has you covered and ready to adjust and challenge students with SPARK It Ups, Extensions, and Game Resets (depending on which program level).

View and download additional sample SPARK lesson plans:
www.sparkpe.org/physical-education/lesson-plans

GET YOUR EQUIPMENT, MATERIALS, AND MUSIC SET

If you didn’t do an inventory at the end of last year, shame on you. Just kidding! However, you should do one now so you know what you have and what you may need to order.

Before each unit, check out the What You Need page found in each unit’s Introductory Pages to ensure you have all required equipment before you teach each unit. If you don’t have the equipment, see if you can substitute something else, or possibly borrow from another school. (“If you loan me a KIN-BALL® and I’ll loan you a parachute!”) If that doesn’t work, either order it or change your plans! Once you have your equipment together, put it all in a cart (or two or three) so it’s ready to go and other teachers know you have dibs!

Check the lesson plans for any instructional materials needed and print them or pull from your SPARKfolio.

Be sure you have your music prepped and ready to go, as well. Make a playlist for each unit so you’ve got it all in one spot. You can use SPARK’s music from one of their CDs and SPARKfamily, and add your own if you like. Students always appreciate new, fresh music (clean versions, of course) they are hearing on the radio.

TEACH!

SPARK always suggests leading off the year with our first mini-units (Building a Foundation, The First 3 Lessons, The First 5 Lessons, and HS PE 101) followed by team-building activities from the Cooperatives Unit (3-6, MS, and HS). These activities help to establish a positive learning environment to set up protocols, learn and reinforce social skills, and promote cooperation and trust among your students. (It never hurts to revisit these throughout the year!) Follow your YP and make adjustments as you go.

By doing some extra prep now, you’ll save yourself a lot of work throughout the year. Who knows, maybe you’ll have time on the weekends to do some playing yourself! Golf, anyone?

Keeping PE Real…Real Fun, Real Engaging & Real Meaningful

Tuesday, August 9th, 2016

Physical Fitness Sports Team for Children

By: Dr. Scott Townsend and Dr. Derek Mohr, Appalachian State University

What’s Your PE Reality?

Have you ever faced the challenge of getting your students consistently motivated, engaged, and supporting one another? Can you imagine a festive, energized PE class where students, on a daily basis, show up early, give 100% effort, demonstrate leadership and teamwork, genuinely cheer the efforts of their classmates, and learn?

Sound too good to be true? Well, it’s not! Read on to learn more about proven strategies to make this your PE reality…

Authenticating Strategies

The simple, research-verified and teacher-tested strategies outlined below: promote a sense of belonging (affiliation), teamwork, and personal growth; establish the critical, and often misunderstood, cooperation-competition link; focus on fair play and character development; and enhance students’ participation and ownership in the learning-teaching process. While individually impactful, when used collectively these strategies create a genuine, fun, supportive PE environment.

  • Long Term Grouping

Form equitable learning teams early in the unit and keep students on the same team for the entire unit.

Benefit: Creates a context where teams have time to gel, and where loyalty, teamwork and personal growth are fostered.

  • Fair Play/Character Matters

Use a fair play contract that focuses on character traits to deliberately highlight expectations for your classroom.

Benefit: Adhering to fair play principles creates an environment that is supportive and encourages students to be responsible. Fair play extends beyond the PE classroom to all facets of life. Training students for a lifetime of cooperating and competing fairly is a worthy goal and one that must be vigorously pursued in PE.

  • Team Points System

Create a system where teams can earn and accumulate points across the unit for what you believe is important (i.e., fair play, on-task, exemplary actions, etc.). Point totals may be used to crown a unit champion.

Benefit: This system motivates because it accentuates the cooperation-competition link. Students are more task-focused and goal-oriented and teachers experience more efficient classrooms with fewer behavior problems.

  • Student Roles

Develop roles and associated responsibilities to ensure students learn about all aspects of activity including player/participant, official, scorekeeper, etc.

Benefit: Students learn from and enjoy performing non-player roles. Students assume more ownership and teachers are able to accomplish more when students assist. If space and/or equipment are limited, the use of non-player roles provides a way for more students to be meaningfully involved and simultaneously reduces the problems associated with students who would otherwise be idle.

  • Season with a Culminating Event

Title the unit a “season” and segment it into pre-, in- and post-season phases, with a culminating event (think Super Bowl, World Cup, Dance Olympics) to end the unit.

Benefit: The event represents a meaningful destination and a venue for the application of the unit content in an authentic or “real” context. It inspires students to work cooperatively toward successful participation, promotes a spirit of unity within teams, and fosters a sense of healthy competition between teams, especially when paired with the fair play and team points systems.

Next Steps

Make PE real for your students by:

  • Selecting two or more of the authenticating strategies from above to implement.
  • Identifying one class in which to implement the strategies you selected.
  • Reflecting on the implementation and challenging yourself to add strategies and classes as you and your students become increasingly comfortable with real, meaningful, and fun PE!

What other strategies do you use that serve to make PE meaningful for your students? We would love to hear from you in the discussion section below.

USC Students Excited about SPARK Physical Education Curriculum

Tuesday, August 2nd, 2016

By: Dr. Kristy Hilton, Adjunct Professor at the University of Southern California

When I signed on to teach the “Movement for Children” physical education class to current and prospective K-6 teachers at USC earning their Masters of Education degree and/or California Teaching Credential, they were using a quality, often-used textbook in these types of graduate classes. Although an excellent textbook, I knew it would end up on the shelf gathering dust once the student completed the class. I suggested to the Department Chair to switch to the SPARK research-based curriculum for a long career value for these teachers. Now that the faculty has taught it for the past six years, the positive outcomes have been widespread.

Students in these USC “Movement for Children” classes are often overwhelmed with the volume of required academic content to crunch in the framework of a typical teaching day. To then add more content time for teaching physical education, plus their often lack of comfort teaching physical education, and possible lack of supplies and facilities just send them “over the top.”

The SPARK curriculum binder provides the students with standards-based, easy-to-read and execute lesson plans. They also receive access to online videos, assessment, and skill cards.

When the students at USC use SPARK lesson plans to provide their teaching videos, they quickly build their confidence to teach a quality, content-based physical education class. Not only are their physical education classes demonstrating excellent quality, but they inspire their Guiding Practice Teacher to begin teaching physical education, as well.

My students have written many testimonials to me about how the culture of their school with modeling the SPARK physical education program has changed. Some of these schools wrote grants and adopted using SPARK. Here is one of the student testimonials:

“At the end of class at USC, I just wanted to say thank you! SPARK has really changed classroom management for me. My students know that Thursdays are SPARK days, and they are extra good those days in order to earn SPARK time at the end of the day. I honestly feel more confident in teaching physical education even though I was no good at it when I was in school. Dr. Hilton, thank you so much for all of your patience and understanding, kindness, passion, and wisdom!! I know this class was only one credit or unit, but I learned so much about classroom management and instructional strategies. It blows my mind!

Rebekah Hwang – Student
University of Southern California – Los Angeles, CA”

SPARK has not only changed my students’ teaching quality, and the communities they teach, but has changed my perspective of how valuable SPARK is. If the bottom line is for our classroom teachers to incorporate physical education, then SPARK is the biggest bang for the buck.

Click here to learn more about SPARKuniversity resources!